CLIL across Contexts: A scaffolding framework for CLIL teacher education

Transcription

1 SOCRATES COMENIUS - C21 PROJECT NUMBER CP LU-COMENIUS-C21 Project Coordinator: Marie Anne Hansen-Pauly, University of Luxembourg CLIL across Contexts: A scaffolding framework for CLIL teacher education Dafouz, Emma - edafouz@filol.ucm.es Llinares, Ana - ana.llinares@uam.es Morton, Tom - tommorton@runbox.com 1

2 Aims of project To identify effective practice in secondary CLIL settings by conducting classroom observations To describe skills and raise awareness of scaffolding learning of content and language To develop a framework for CLIL teacher development across contexts 2

3 Theoretical underpinnings Sociocultural theories of learning (Vygotsky) Scaffolding (Wood, Bruner and Ross) 3

4 Project outcomes Framework for CLIL teacher development Guidelines for CLIL teacher trainers plus materials for student/ practicing CLIL teachers A portfolio for CLIL teachers (To be published on Website ( and DVDs) 4

5 Diversity of context Luxembourg Languages Luxemburgish German, French Content/ Language/ both Native /Non- Native content NN US/V Madrid Spanish, English Both NN LS Lower Secondary/ Upper Secondary / Vocational Palma Spanish, English, Catalan Content NN Pisa Italian, English, French Both (team) NN Amsterdam Dutch,English Content N/NN LS/V Leeds MFL & EAL Both NN LS/US Prague Czech, English French, Spanish German, Italian Both NN/N US 5

6 8 CLIL teacher areas 6

7 Framework for CLIL teacher development What is it? A conceptual overview A reference for CLIL teacher trainers A guide for student teachers A description of theoretical and practical understandings and indicate how these can be developed 7

8 The framework details the CLIL Portfolio Values Knowledge Skills Activities Outcomes for each of the 8 areas 8

9 Structure for each area Theoretical background Knowledge, Skills, Values, Activities Examples of teacher training activities Portfolio 9

10 Theoretical background: Interaction (I) CLIL teachers should create opportunities for learners to participate in interactions in different ways, as with learners initiating interactions themselves. authentic classrooms in second language contexts with devices such as the expansion of children s contributions to the conversation in the L2 (Genesee,1994). authentic integration of content and language: learners have a more active role in their learning of content but also use the L2 for different functional purposes. 10

11 Theoretical background: Interaction (II) CLIL classrooms, with their focus on content-related meanings, may offer an appropriate environment for negotiation of meaning (Long, 1996), but only if teachers and learners make genuine attempts to understand each other and avoid smoothing over the discourse (Musumeci, 1996). CLIL teachers need to be aware of interactional options for pushing (Swain, 1995) their learners to adjust and upgrade their output. 11

12 Interaction (III) CLIL teachers also need to be aware of the options for focusing on language forms. Following Lyster s (2007) counterbalanced approach, an exclusive focus on content-related meaning may be detrimental to students language learning in CLIL contexts. Teachers need to be aware of instructional options such as prompts and recasts for providing form-focused feedback during classroom interaction, and take decisions appropriate to their pedagogical goals (Walsh, 2006). 12

13 The framework provides a descriptor for each competence Example (summarised) from the framework: TEACHER DEVELOPMENT IN INTERACTION FOR CLIL CLIL teachers should monitor discourse in the classroom and scaffold pupils learning and production. Genuine negotiation of meaning should be encouraged. CLIL teachers should also be aware of instructional options which will allow them to provide an appropriate balance between contentfocused and form-focused feedback in classroom interaction. 13

14 Example from the framework: TEACHER DEVELOPMENT IN INTERACTION FOR CLIL VALUES KNOWLEDGE SKILLS DEVELOPMENT ACTIVITIES ACTIVITY OUTCOMES CLIL teachers need to appreciate.. CLIL teachers need to know.. CLIL teachers need to be able to. CLIL teachers can develop the values knowledge, and skills interaction by CLIL teachers can provide evidence of competence for the development portfolio with the role of language in developing understanding how negotiation of meaning can support language and content learning create opportunities for interaction involving negotiation of meaning identify strategies and techniques which encourage negotiation of meaning 1. observing classroom interaction; identifying interactions involving negotiation of meaning. 2. describing and analysing interactions which seem to encourage negotiation of meaning. 3. collecting, listing and developing examples of strategy which seem to promote negotiation of meaning, trialling and evaluating them. 1. copies of observation schedules/checklists/field notes 2a. descriptions of and results of analysis of interactions 2b. reflective commentaries 3a. lists of strategies organised with reference to the effect on negotiation of meaning. 3b. evaluations of trialled strategies. 14

15 Objectives: values, knowledge and skills By the end of the unit, you should: value how particular interactions and teacher talk facilitate or limit development of content and language; be aware of discourse patterns and their possible impact on learning in your CLIL classroom; be familiar with and be able to use a model for analysing negotiation of meaning and scaffolding in your CLIL classroom; be aware of and begin to use a range of strategies and techniques for scaffolding and negotiation of meaning. 15

16 Sample Activity: Interaction Watch the video. Read the transcript and answer the questions: What are they talking about? What is the teacher trying to do? Who talks most/least? Whose ideas get talked about? Do you notice any repeated patterns in the interaction? What specific actions are done? (e.g. asking/answering questions)? 16

17 1 T: OK, so. Don t mind don t mind 2 the names in Spanish. 3 Now, tell me, what are the names of these 4 Three pictures here? Three ondulations. 5 These chapels here. 6 What are the names of that? 7 S: Apses 8 T: Apses, that s right. And this one? 9 So we enter here. 10 So what s the name of this central part? 11 SS: Nave. 12 T: The nave that s right. You are doing very well. 13 Laura, do you remember the name 14 of these two corridors at the sides? Sides? 15 What was the name of this? 16 S: Aisles ((pronounced /aisles/)) 17 T: Aisle ((prononced /ail/)). 18 That s right, the aisles here. Good. back 17

18 CONTENT What is being talked about (genetic variation; factors of development in different countries; Romanesque churches) PURPOSE What is being done with the content (engage students interest in a new topic; go over homework; apply knowledge in new context etc.) NEGOTIATION OF MEANING How the content is being talked about (+/- interactive; only one version of the truth accepted or many ideas encouraged) INTERACTION PATTERNS Recurring patterns of talk (e.g. IRF - teacher initiates, student responds, teacher follows up) SPECIFIC ACTIONS (ask different types of questions; get students to elaborate; recast or correct; evaluate students contributions; amplify for whole class etc.) Mortimer and Scott,

19 Dialogic Teacher reviews different points of view Teacher and students consider a range of ideas Non-interactive Interactive Teacher presents a specific point of view Teacher leads a question/answer routine to establish one point of view task Authoritative Mortimer and Scott,

20 Which type of negotiation of meaning is being used in the extract we saw above? How does it suit the teacher s purpose? (in so far as we can guess it?) For which purposes could we use the four different types of interaction? What opportunities and difficulties does each type present for secondary CLIL learners? 20

21 T: What are the names of that? S: Apses T: Apses, that s right. Initiation Response Follow-up I R F 21

22 INTERACTION PATTERNS 1 T: OK, so. Don t mind don t mind 2 the names in Spanish. 3 Now, tell me, what are the names of these 4 Three pictures here? Three ondulations. 5 These chapels here. 6 What are the names of that? 7 S: Apses 8 T: Apses, that s right. And this one? 9 So we enter here. 10 So what s the name of this central part? 11 SS: Nave. 12 T: The nave that s right. You are doing very well. 13 Laura, do you remember the name 14 of these two corridors at the sides? Sides? 15 What was the name of this? 16 S: Aisles ((pronounced /aisles/)) 17 T: Aisle ((prononced /ail/)). 18 That s right, the aisles here. Good. Look at the extract again. 1. Find more examples of the pattern. 2. What happens in the follow-up move? 3. Does the pattern help the teacher to achieve her purpose? 4. How useful is this pattern in CLIL lessons? 22

23 Example A 1 T: So, listen, this is the way it is. I ll write something on the 2 board for you, OK? OK, proteins are over. 3 Have you studied at all? 4 S: (yes) 5 T: OK, listen, you all know this? You know this, don t you? 6 OK, now OK, a compound A, that s going to turn into a 7 compound B, OK? Chemical reaction, catalysed by an 8 enzyme one, right? Enzyme one, OK? Enzymes are 9 proteins, are they not? Yes. So, there must be one gene, 10 gene one, that codes for this enzyme one. Do you 11 agree? 12 SS: Yes. 13 T: Yes. Now, OK, now. 14 Compound B turns into compound C. 15 This chemical reaction must be catalysed by enzyme 16 two, which in turn would be coded for by gene two. 17 Do you agree? Yeah? Well that s the way it is. 23

24 Example B 1 S: If you have if your parents have a good ((searches for words)) 2 T: Strong 3 S: If they have a good physical 4 T: Sorry? What do you mean? Physical conditions? 5 S: If they have good physical conditions you are going to have 6 physical conditions 7 T: Do you think so? I mean for instance if your father is who s this 8 swimmer very famous 9 SS: Phelps. Michael Phelps 10 T: Michael Phelps. So do you think that the children that Phelps 11 might have they re gonna be from the very beginning that strong? 12 SS: No 13 S: Miguel ((unintelligible)) cuadrado [Sp. square, beefy build] 14 T: Why is he so strong? cuadrado Why is he so strong? Because of 15 the genes? Is it because he exercises a lot? 16 S: I have two friends that they are brothers and they are the same strong 17 T: Well I have two daughters and one of my daughters is very strong and 18 the other one is very thin. And they have been brought up in the same 19 way. Absolutely. 24

25 For the portfolio Record a lesson. Before you teach the lesson, use the model to think about what communication systems may be in operation at different times. Listen to the recording. Choose a short extract (about five minutes). Use the model to write a brief analysis of the interaction in the class. You don t have to transcribe the extract, but it would be very good to illustrate your report with some examples. Include the analysis in your portfolio, and add a brief reflective note on what you learned from the experience. What effect might it have on your CLIL practices/your students learning opportunities? 25

26 Questions for consideration Some food for thought... Does the framework proposed answer the needs of CLIL teacher educators? and of CLIL teachers? Across contexts? Across disciplines? Does it leave space for creativity in teacher development? 26